Results of this five-year study indicated that tonality, in the singing of scales and songs, is a "learned" concept, not related at a significant level to voice range. Differences between the study groups are discussed. (Author/SJL)

A description is given of an experiment investigating the applicability of a cybernetic theory in teaching children psychomotor skills. Results showed a learning effect in copying for younger subjects, in tracing for older subjects, and in tracking for all subjects. (GK)

Results from a study of the development of word-decoding skills in 60 8-year-old and 60 10-year-old children are consistent with models suggesting that children become proficient in phonological decoding first, and then shift gradually to a more direct orthographic-decoding strategy. (SLD)

Two groups of disabled readers, ages 8 and 11, were tested. Perceptual abilities related more strongly for younger students, while intelligence related more strongly for older students. Questions are raised about the validity of using expectancy formulae with younger disabled readers and the "learning disabilities" approach with older disabled…

The primary purpose of this study was to demonstrate whether children ages 5 through 8 could learn keyboarding skills. A secondary purpose was to examine the relationship between typing skill development and motor proficiency. A sample of 24 children was randomly selected from a group attending a summer school enrichment program. The…

To clarify patterns in the rate of motor development, children observed between kindergarten and second grade were refilmed, performing an overarm throw, when they became seventh-grade students. Results were compared with predictions made earlier. Differences in the skill levels of boys and girls and differences in their throwing experience are…

This study interviewed 39 children (ages 8 to 11) enrolled in an art enrichment class concerning their views of themselves as creative artists. Analysis revealed age-related qualitative changes in skill development as well as in conceptions of what it means to be an artist and to be creative. The motivation to work hard to develop skills was…

In this study 27 third graders and 27 sixth graders were given varying degrees of practice in sorting salient, categorized word lists. The purpose of the practice conditions was to encourage different levels of grouping strategies in a subsequent free recall task using similar categorized materials. Children in a Materials Only condition were…

To date, the focus of research has been to demonstrate the link between interpersonal problem-solving skills and adjustment. Little attention has been given to the study of how specific interpersonal problem-solving abilities evolve or to age-related changes in overall ability. White students (N=30) identified as socially well-adjusted,…

Four experiments involving 101 first and third graders investigated developmental changes in children's knowledge about the types of strategies that are appropriate for achieving goals of comprehension or memorization. Only third graders distinguished between comprehension and memory by consistently selecting the appropriate strategy. (SLD)

Reports on a study of 128 talented singers, ages 8-11, to determine the effects of age, sex and melodic/harmonic patterns on pitch-matching skills of children. Finds no significant differences between age and sex groups and significant differences among pitch-matching tasks. Suggests a task hierarchy for children's part-singing. (CFR)

Differences in component processing skills of students of different ages and developmental changes over 1 year were studied for 96 students in grades 2 through 4 and 59 of them in a follow-up. Results trace the development of component processing skills and suggest a theory of the development of component skills. (SLD)

This study examined the opportunities children have to plan their everyday activities outside of school, with particular attention to the role of age and cultural factors in these experiences. Parents of 127 children between the ages of 5 and 12 years participated, with 69 of the families Euro American and 58 Hispanic. The parents completed a…

Examines the different kinds of singing competency of children aged 4 to 8 that were evinced by a range of singing tasks. Suggests that: (1) vocal pitch accuracy is task-specific; (2) a greater homogeneity in vocal pitch matching abilities between boys and girls; and (3) sex difference emerge at age 7 favoring girls. (CMK)